Understanding Motion

Lesson Overview

Year Level: Year 10
Curriculum Area: Science – Physical Sciences (Australian Curriculum – Science)
Australian Curriculum Content Descriptor:

• ACSSU229: "The motion of objects can be described and predicted using the laws of physics."

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Lesson Objectives

By the end of this lesson, students will:

1. Understand and apply Newton’s three laws of motion to real-world scenarios.
2. Be able to calculate speed, velocity, and acceleration using basic formulas.
3. Recognise the impact of forces such as friction, gravity, and air resistance on motion through practical experimentation and observation.
4. Enhance problem-solving and collaborative skills through a hands-on activity.

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Lesson Duration: 60 minutes

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Materials Required

• Whiteboard and markers.
• Stopwatch (6 for group use).
• Meter rulers (6 for group use).
• Toy cars (1 for each group of 4-5 students).
• Ramp (e.g., a sturdy piece of wood or similar for each group).
• Sandpaper sheets, foam, carpet sample (different textured materials for ramp surfaces).
• Science notebooks or worksheets for calculations.
• Calculator (students can use their own).
• Pre-prepared PowerPoint slides or printed diagrams for reference.

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Lesson Plan Structure

1. Introduction (10 minutes)

Objective: Hook the students, activate prior knowledge, and set the lesson’s direction.

Teacher Steps:

1. Begin with a quick visual demonstration – drop two objects of different shapes but similar mass (e.g., a tennis ball and a crumpled piece of paper) simultaneously from the same height and ask:
   • "Why did these fall like this?"
   • "What forces are acting on them?"
2. Write "Newton’s 3 Laws of Motion" on the board. Briefly outline each law in age-appropriate language without diving too deep (students will explore them practically later):
   • First Law (Inertia): An object remains still, or keeps moving, unless acted upon by a force.
   • Second Law: Force = mass × acceleration.
   • Third Law: For every action, there is an equal and opposite reaction.
3. Pose a thought-provoking question to set a critical thinking tone:
   "If we could eliminate all friction, would a bicycle ever stop moving?" Introduce the day’s topic: Motion.

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2. Explicit Teaching (15 minutes)

Objective: Present and explain key concepts to build on their understanding.

Teacher Steps:

1. Speed, Velocity, and Acceleration: Define these terms and show simple examples:

   • Speed = distance ÷ time
   • Velocity = speed + direction
   • Acceleration = (final velocity – initial velocity) ÷ time

2. Write examples of units: m/s, km/h.

3. Show a diagram of forces acting on a car moving on a ramp (gravity, friction, reaction force).

4. Discuss how different surfaces impact motion:

   • How does friction resist motion?
   • What is the role of air resistance?

5. Use a quick formula-based warm-up:

   • "If a cyclist travels 20 km in 1 hour, what is their average speed in km/h?" (Allow students to solve and share answers.)

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3. Hands-On Experiment (25 minutes)

Objective: Engage students in investigating motion through a collaborative activity.

Activity Title: "Ramp Race Investigation"

Set-Up:

• Divide the class into 6 groups of 4-5 students each.
• Provide each group with a toy car, a ramp, a stopwatch, a ruler, and 4 different surface materials (smooth wood, sandpaper, carpet, and foam).

Procedure:

1. Test Setup:

   • Each group builds their ramp, attaching a single surface material at a time.

2. Experiment:

   • Release the toy car from the top of the ramp and time how long it takes for the car to reach the bottom.
   • Repeat 3 times for accuracy, then calculate the average time (students record data in their science notebooks).

3. Variables:

   • Independent Variable: Surface type.
   • Dependent Variable: Time taken for the car to reach the bottom.
   • Controlled Variables: Ramp height, starting position of the car, and car used.

4. Data Analysis: Class calculates speed for each surface using the formula: Speed = Distance ÷ Time.

5. At the end of the test:

   • Students identify the surface that produces the fastest and slowest motion.
   • As a group, they theorise why (based on friction and texture).

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4. Class Discussion (5 minutes)

Objective: Reflect on what was learned in the experiment and relate it to real-world examples.

Discussion Questions:

1. Which surface resulted in the fastest motion? Why?
2. How did friction influence the motion of the toy car across different surfaces?
3. What might happen to a cyclist riding on gravel versus smooth asphalt?
4. Can you connect this to Newton’s laws? For example, did inertia or reaction forces play a role?

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5. Wrap-Up and Exit Ticket (5 minutes)

Objective: Reinforce learning and assess understanding informally.

Exit Ticket Question (Answered in 1-2 sentences):
"Explain one real-life example of Newton’s Second Law of Motion and how it impacts everyday life."

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Differentiation Strategies

• For advanced students: Encourage them to explore the effects of ramp height on acceleration. Ask them to predict and test how the car’s motion changes when the ramp angle increases.
• For students needing support: Pair them with more confident peers in their group or provide templates for data collection tables to make experimentation easier to manage.

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Homework Task

Objective: Extend learning beyond the classroom.

• Research an Australian innovation or technology involving motion (e.g., the development of the bionic eye, cars designed for outback conditions). Write a paragraph connecting the innovation to one of Newton’s laws of motion.

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Assessment Opportunities

• Formative: Observe student participation in group activity and class discussion.
• Summative: Evaluate the accuracy of their speed calculations and reasoning recorded in their notebooks and exit tickets.

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Teacher Reflection

• Did the hands-on activity effectively engage the class?
• Were the students able to connect abstract concepts to practical examples?
• How well did they collaborate and solve problems in groups?

By actively investigating motion, applying formulas, and linking experiments to theory, this lesson brings science to life for Year 10 students, directly meeting Australian Curriculum standards while fostering curiosity and collaboration.